Teaching Science and Technology in Public Schools of Remote Areas

Abstract

This study explores the multifaceted challenges and emerging opportunities in teaching science and technology in rural public secondary schools of Nepal. Focusing on two geographically distinct schools Shree Langtang Secondary School (pseudonym) in Panchthar and Shree Republic Secondary School (pseudonym) in Taplejung the research examines student attendance, parental involvement, academic achievement, practical and project-based learning, and the integration of information and communication technology (ICT). Findings indicate significant gender disparities favoring female students in attendance and academic performance, alongside low but gradually increasing parental engagement. Practical learning activities are insufficiently implemented due to resource and scheduling constraints. Notably, Shree Langtang Secondary School demonstrates more effective ICT adoption, positively influencing student participation and understanding. The study underscores the urgent need for targeted teacher training, infrastructure development, and community engagement strategies to elevate science education quality in Nepal’s remote regions, thereby contributing to national development and global competitiveness.